ARTICLE #3 | 53
RE-DESIGNING OF A PROBLEM BASED LEARNING MODULE TO REFLECT A
DISTINCTIVE CURRICULUM
these concepts the relevant lectures of the module cover micromolecule structure/changes and how these changes control cell
behaviour. The order of the lectures is depicted in Figure 4 and
shows the topics of the lectures diverge from the principles of the
biological system i.e. gradual progression from micro-molecular
level to the cellular level and tissue level. I propose to concurrently
run the two themes of normal vs cancer each week whereby the
same biological system is studied in both conditions. As such in
this format students’ progress to complex topics gradually and in a
logical manner. This provides opportunities to revisit core concepts
allowing students to build upon them in order to develop better
understanding. As an example, in week 1 students learn DNA structure
and the concept of gene. This knowledge then acts as the base for
students to learn about how genes are altered in cancer as well as
the influence that environment exerts. My choice of selecting such
a format is influenced by my understanding and acknowledgment
of the effectiveness of a spiral curriculum (Bruner 1960). I envision
that the spiral organisation enabling students to progress from
simplistic concepts to complicated ideas would reinforce acquired
information. It also will provide students the opportunity to use
HOTS and become accustomed in applying previously gained
knowledge. A major challenge in implementing this change is the
issue of timetabling where some lecturers may have restricted
availability. This often can lead to a lecture timetabled according to
the lecturer’s availability rather than how it fits within the themes of
the module.
Defined and focused topic to make lecture effective
As a trained cell biologist my familiarity with the core knowledge
of cell biology is recognised as strength and thus I was tasked in
revamping the cell proliferation lecture. I have been informed that
the content of this lecture overlaps with two other lectures and
that it lacks clear learning outcomes. Upon studying the lecture I
could see that much of the content comprised broad themes and
there was minimal focus on cell proliferation and implication in
cancer. Thus I have redesigned this lecture with the aim of providing
students an understanding of cell proliferation in the context of both
normal and diseased states. I reasoned that a narrow yet defined
topic would allow me to sufficiently delve into the right depth of
detail and provide the context to present information from both
the normal and cancer-focused perspective. As such my lecture
focused on one specific cellular pathway and showed how it is linked
to cancer. By limiting the topic I had scope to talk about how deeper
understanding of the pathway has benefitted the development
of drugs to tackle cancer. This fits with the GMC’s broad aims of
enabling students to be equipped with the required knowledge and